Goal One: To build a willing and supportive team through the process of implementing a new reading instruction program.
| Action Steps | Person(s) Responsible | Timeline: Start/End | Needed Resources | Evaluation |
| Establish meeting schedule with grade level team | Grade-Level Chairperson and First Grade Team | August (schedule meetings) August – May/June (monthly meetings) | Schedule template Documentation strategy for meeting minutes | Reflection on meetings through meeting minutes and reflective journals |
| Identify assessment and reading strategies introduced by the new reading program | Grade level Chairperson and First Grade Team | August – September (initial planning) September - May (evaluation of strategies used through student work and teacher reflections) | Reading program teaching and assessment documents | Reading strategies will be evaluated using teacher journaling, the grade level blog, and classroom work and assessments of students |
| Introduction of journaling strategies and the discussion of a grade level blog site to be created | Grade level Chairperson and First Grade Team | August – April/May | Journals for teachers Blog site | Teacher interviews or surveys to determine the effectiveness of meetings, journaling, and blog site |
| Action Steps | Person(s) Responsible | Timeline: Start/End | Needed Resources | Evaluation |
| Identify assessment and reading strategies introduced by the new reading program | Grade Level Chairperson and First Grade Team Assistance of textbook support team Reading Specialist for first grade | August – September (initial planning) September – May (evaluation of strategies used through student work and teacher reflections) | Reading program assessment and teaching documents | Reading strategies will be evaluated using teacher journaling, the grade level blog, and classroom work and assessments of students |
| Explore effective reading strategy research through internet sites such as Google | Grade Level Team Reading Specialist | August – September (initial search) September – April/May (frequent searches for upcoming research to support further applications of strategies | Relevant websites Research tied to effective reading strategies used for first grade intervention | Reflection on research found and comparison of the strategies introduced in the new reading series |
| Evaluate students and organize target groups for intervention Beginning of the Year District Reading Assessment (DRA) | First Grade Teachers Reading Specialist District Representatives (obtaining beginning of the year results) | August - September | DRA assessment materials Comparable assessments from the reading series | Target groups will be tracked using teacher journaling and field notes as well as classroom assessments |
| Meet and discuss strategies to implement with target groups of first grade students Set targets for student groups to reach based on reading series and DRA Reflect on research findings and discuss implementation times for those strategies that match with the new reading program Journaling | Grade Level Chairperson and First Grade Team Reading Specialist for first grade | September (strategies and target setting) September – April/May (reflection on research findings will take place throughout the year) | Reading program assessment and teaching documents Target Groups Journals Research articles Websites to explore | Teacher journals will be used to track students as well as field notes and student work Relevant research and its findings when implemented in the classroom can be recorded in teacher’s journals and field notes and shared at monthly meetings |
| Introduction of grade level blog to record observations and insights into strategies and assessments used | Grade Level Chairperson and First Grade Team Reading Specialist | Late September - October | Blog site Assessment and teaching documents | Blogs should be posted weekly or as new insights or observations are made. Team members will be encouraged to check the blog weekly |
| Monthly meetings to discuss implementation of strategies and assessments on target student groups and their various impact on student achievement Making modifications to groups based on achievement | Principal/Assistant Principal Grade Level Chairperson and First Grade Team Reading Specialist | September – April/May | Journals, field notes, and blog site for reflection and analysis Student work and/or assessments New strategies to implement Old strategies to modify or dispose of | Students will be evaluated based on teacher observations from their journals, field notes, or blog site as well as samples of student work or assessments |
| Middle of the Year District Reading Assessment (DRA) Classroom based assessments from the reading series | First Grade Teachers Reading Specialist District Representatives (obtaining and comparing first grade results) | Late December – Early January | DRA assessment materials Assessment materials from the reading series Results of assessments District results | Students will be evaluated using the two forms of assessments to see if intervention strategies are having an effect |
| Evaluation of student work, group performance Reflections on teacher journals, field notes, and the blog site during implementation and during monthly meetings with the grade level team | First Grade Teachers Grade Level Chairperson and First Grade Team Reading Specialist Principal/Assistant Principal | September – April/May | Student work and/or assessments Journals, field notes, and blog site for reflection and analysis New strategies to implement Old strategies to modify or dispose of | Students will be evaluated based on teacher observations from their journals, field notes, or blog site as well as samples of student work or assessments |
| End of the Year District Reading Assessment (DRA) Classroom based assessments from the reading series Culmination of results and conclusions of the inquiry Sharing of results with school-wide grade level teams or district-wide professional learning communities | First Grade Teachers Reading Specialist District Representatives (to provide district level analysis of data) Principal/Assistant Principal | April/May June or beginning of next school year (sharing of results) | DRA assessment materials Assessment materials from the reading series Results of assessments District results Compilation of the most effective strategies used with each target group | Students will be evaluated using the two forms of assessments to see if intervention strategies had their desired effect |
I like how you broke you action steps down under the two goals. No doubt that this will be a great year to be a first grade reader at your campus!
ReplyDeleteMy favorite goal is the one that includes a willing and supportive team. You need this at any campus and at any grade level. I really like the fact that you incorporated the use of blogs into your plan. I thought about it, but wasn't exactly sure how to implement that process.
ReplyDeleteMichelle, I liked the organization of your action research and I have to agree with Tonya about including a "willing and supportive team." We all need supportive teams at our campuses. I think blogging will be powerful! Good Luck!
ReplyDeleteYour plan looks great! I, too, love how you incorporated blogging and reflection in your plan. I think the first grade team as well as the students are going to benefit from this project. With monthly meetings and great reflection, this will help to develop a very strong, supportive first grade team. I think it is great you used assessment like DRA and ancedotal notes as data to support your ongoing research. I am excited to keep up with your blog and see your research results.
ReplyDeleteMy only suggestion (per this week's assignment) is to make sure that your project is doable and manageable given all of your responsibilies. Perhaps focus on one goal and break it down. By the way, I love your blog site. You and your husband are a cute couple!
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